A Bibliometric Analysis of Online Learning Emotions from 2006 to 2023

Abstract

Despite a growing body of research on online learning emotions, few studies have been committed to systematic reviews of the scientific publications in this area using bibliometric methods. Assisted by CiteSpace software, the present study aims to dissect the scientific production of this subject from 2006 to 2023 based on the database of WOS, revealing development trends and hotspots. The following findings are obtained from the bibliometric analysis. Firstly, the number of articles published has increased exponentially from only one in 2006 to 209 in 2022, demonstrating upside potential. Secondly, the United States, China and England are the most contributing countries, while Kruk, Pawlak, Kim and Artino are the most prolific authors and Cao (2020), Loderer (2020), Pekrun (2017), Li (2018), Jiang (2019), Dewaele (2018) are recognized as the most-cited articles. Lastly, studies concerning the COVID-19 pandemic and foreign language enjoyment have taken the academic high ground in the area of online learning emotions in recent years, and the research focus has shifted from negative emotions to positive ones. The findings may have implications for educators and practitioners in online learning and teaching in the future.